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Consul Chapter 45 Fix
Consul Chapter 45 Fix
Consul Chapter 45 Fix
A THESIS
By:
NIM.E1D018127
UNIVERSITY OF MATARAM
2022
i
Contents
CHAPTER I............................................................................................................1
INTRODUCTION..................................................................................................1
LITERATURE REVIEW......................................................................................7
CHAPTER III......................................................................................................22
ii
RESEARCH METHOD......................................................................................22
3.2 Variable...........................................................................................................23
CHAPTER IV.......................................................................................................28
4.1 Finding............................................................................................................28
4.1.1 Pretest and posttest score...........................................................................28
4.1.2 The score of the writing components of the experimental and control
groups.................................................................................................................31
4.1.3 Descriptive statistic...................................................................................33
4.1.4 Test of normality.......................................................................................34
4.1.5 Test of homogeneity..................................................................................35
4.1.6 Paired sample t-test...................................................................................35
4.1.7 Independent sample t-test..........................................................................37
4.2 Discussion........................................................................................................39
4.2.1 Picture series is effective in teaching writing procedural text...................39
4.2.2 The components of the writing of the experimental group which affected
by the picture series............................................................................................40
CHAPTER V........................................................................................................41
5.1 Conclusion.......................................................................................................41
5.2 Suggestion.......................................................................................................42
REFERENCES.....................................................................................................44
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CHAPTER I
INTRODUCTION
One of the language skills that must be taught at the high school
foreign language think that writing is the most difficult skill to master.
Richard and Reinandya (2002) also state that the most difficult skill for
stated that writing is the most complicated and tiring job because it is very
grammar rules (Rahma, 2020). This show that writing is not a simple
lot of practice for students to improve and develop their writing skills.
1
There are various types of text are taught in high school that can be
developed through writing skills. These texts are narrative text, recount
text, argumentative text, and procedural text. In this study, the researcher
that is taught in the 10th grade of SMAN 1 Sakra. Procedural text is a type
of text that explains how to make, use, do and operate something through
several stages or processes. This type of text is often found in daily life
Hariati) in the tenth grade of SMAN 1 Sakra, there are some problems that
applying teaching media that are following the material and needs of
because it can help students to produce good writing (Prawira, 2018). One
of the suitable media for teaching writing procedural text is picture series.
Gendroyono (2021) stated that the most suitable media for teaching
2
writing procedural text is picture series. Picture series is the most effective
learning process (Ribak et al, 2018). In addition, picture series can also
contained in the picture series are clear and can be seen by students so it
the results of her research is that the application of picture series can
(2016), conducted research at SMP 4 Kayuagung, and she found that after
showed that students’ ability in writing the narrative text was increased
picture series could improve students writing skill, without exploring the
3
research of the same technique can improve the older group of students
writing procedural text but also focuses on an older group of students and
SMAN 1 Sakra?
4
1.4 Scope of the study
- There are various texts that are taught in high schools level such as
narrative text, recount text, argumentative text, and procedural text, the
fully achieved.
text.
5
1.6 Definition of Key Terms
1. Picture series
strip that can be used to describe a story and explain a process (Wright,
2004). This shows that picture series can be used as a guide in creating
2. Writing
letters or combinations of letters arranged into words, then the words are
arranged into a sentence and finally, the sentence is arranged into a text
(Byrne, 1998).
3. Procedural text
such as recipes and instructions. Procedural text usually starts with the
and the sequence of steps to achieve the goal (Knapp and Watkins, 2005).
6
CHAPTER II
LITERATURE REVIEW
7
communicate with others. In addition, Fahrurozi and Waluyo U
people.
process is as follows:
1. Prewriting
are asked to look for ideas to explain the topic that has been
2. Organizing
from the list of words that have been made, starting by giving a
title to the outline that has been made and then writing the main
idea.
8
3. Writing
can also add ideas that are not listed in the outline.
4. Polishing
students will re-check the writing that has been made, then
change the content of the writing if there are errors and identify
mechanics.
1. Content
2. Grammar
9
(Risdayanti,2020). Writers must pay attention to the use of
3. Word choice
to their meaning and context of use. If the word choice and the
the writer.
4. Organization
5. Mechanic
10
if there are spelling and punctuation errors, the reader will have
media is required to make the learning process more active and to increase
a teacher provides and brings into the classroom as an aid in the teaching
and learning process. Besides that, Sribagus (2019), state that if something
called teaching media. This shows that teaching media is anything that can
teaching media are all physical devices that can be used to convey
learning process. By utilizing the teaching media, students will more easily
11
2.3 Picture series
that contains a carton strip and an instruction strip that can be used to
describe a story and explain a process. This shows that picture series can
occurred. It means that each picture contains an event or story and these
pictures that are related to one another and are displayed in chronological
order. This shows that the first picture with another has a relationship.
or event that has a relationship and interrelated from one picture to another
information.
12
2.3.1 The advantages of picture series
writing because the shape of the picture series attracts their attention.
2. Picture series can explain to students the events that occurred and the
1. Picture series are not suitable for use during group work in the
2. Picture series can only be seen and cannot be heard because it’s
13
3. Picture series makes learners uncreative because picture series has
what they have seen without thinking long and finally students do
1. Observing
2. Questioning
3. Gathering information/Experimenting
14
events or objects in the picture series. After that, students and their
4. Associating
5. Communicating
structure of the procedural text, the language feature of the procedural text,
15
starts with the goal, which is usually stated as a topic, followed by
the materials needed, and the sequence of steps to achieve the goal.
This shows that the procedure text has 3 generic structures. Besides
that, Oshima Alice and Hogue Ann (2007), state that procedural
1. Goal
section contains what the writer wants to do. For example: how
chicken, etc.
2. Material
Material is listed all the materials and tools that are required,
etc.
16
3. Method or step
For example, put energen into a glass, peel the onions, chop the
example: open, pour, stir, drain, add, close, chop, peel, etc.
17
2.4.4 The example of procedural text using picture series
Steps :
The researcher is not the first person to conduct this research, but
there are several previous studies related to this topic, including the
following:
18
The first previous study is conducted by FebriyantiNurShalihah
skills". This research focuses on procedure text, the design of this research
test, and interview. The results of this study showed that the
showed by the mean score of pre-test and post-test (59.3 to 74.6), the
collecting data.
her study is t-test > t-table (3.189> 2000), this shows that picture series is
research is using picture series in teaching writing while the difference lies
this study was 8th grade of SMP 3 Mataram. The design of this study was
19
quasi-experimental with a sample size of 52 students. Results of this study
show that the t-test > t-table which t-test 16.43 > t-table 2.010. The
similarity of this research is using picture series as media and using the
same method, the difference lies in the kind of text, and this research use
So, there are new things that distinguish this research from previous
group of students. While in this study will focus on an older group such as
Senior high and the researcher not only focused to find out whether picture
If t-test (t0) ≥ t-table (tt) at a significant level of 0.05 (95%). It means that
the null hypothesis (H0) is rejected and the alternate hypothesis (Ha) is
20
2. Null hypothesis (H0):
If t-test (t0) < t-table (tt) at a significant level of 0.05 (95%). It means that
the null hypothesis (H0) is accepted and the alternate hypothesis (Ha) is
CHAPTER III
RESEARCH METHOD
group as the experimental group and the other being the control group.
21
experimental group is given treatment using teaching media that is tested
for effectiveness (picture series) while the control group is given treatment
using teaching media that is usually used by teachers when teaching, the
taken randomly, non-random means that the sample cannot be taken from
every individual from all classes but can only be taken randomly based on
The aim of the study wants to find out whether picture series is
Table 3.1
Research design
Where :
22
Based on the table above, it can be seen that the experimental and
the control group were given a pretest and post-test, the difference was
only in the treatment. The treatment was only given to the experimental
group, namely writing procedural texts using picture series while the
control group did not use picture series in writing procedural texts, the
control group only used the method commonly used by teachers when
3.2 Variable
There are two types of variables in this study, the first is the
1. Independent variable
2. Dependent variable
23
the independent variable. Besides that, Sugiyono (2018), states that
The population of this study was the 10th grade of SMAN 1 Sakra,
East Lombok. The total number of students in 10 th grade was 281 students
divided into 11 classes namely XA, XB, XC, XD, XE, XF, XG, XH, XI,
XJ, and XK. Each class consists of 25-26 students. In this study, the
sample. Cluster random sampling was used because the population is very
large, so the sample was taken randomly based on the class not random
the research sample. XE was the experimental group and XJ was the
control group.
1. Pretest
24
Before the procedural text material was taught by the researcher,
at the first meeting the researcher gave a pre-test with the same
topic to the experimental and the control group to find out their
2. Treatment
control group was taught using the methods used by the teacher
the experimental group and the control group before giving the
post-test.
3. Post-test
After giving the pre-test and treatment, the researcher gave a post-
test to see the students' progress and to assess the student's ability
in writing procedural texts so that in the end the researcher got the
not. The topic on the pretest and post-test are the same as what
difficult to claim that the 2 different test have the same level of
25
3.5 Method of data analysis
In this section, the researcher assessed the results of the pretest and
post-test of the experimental and the control group using the rubric scoring
from Hughes Arthur’s book that was published in 2003 entitled ‘Testing
for Language Teachers 2nd edition’ Rubric scoring can be seen in the
appendix.
Table 3.2
Table of classification of students’ score
the pretest and post-test results of the experimental and the control groups
using the SPSS 25 version, there were some steps to calculate the data as
follows:
be done in the form of graphics, tables, etc. Besides that, Hatch and
Farhady (1981), state that a table is the most common way to present
simple frequency data. In this study, the data was presented in the form of
26
control group, and the result of the writing components that increased and
2. Calculating data
After the data was presented in the form of a table, the next step was
CHAPTER IV
4.1 Finding
In this section, the data was presented in the form of tables 4.1, 4.2,
4.3, and 4.4 containing the results of the pretest and post-test of the
students' writing components that increased, and did not increase after
being given treatment using picture series, and also the results of the
writing components of the control class who were not given treatment
using picture series. After the data was presented in the form of a table, the
next step was described and calculated through the SPSS 25 version which
27
contains descriptive statistics, normality tests, homogeneity of variance,
28
Table 4.1, shown the mean score for the pretest of the experimental group
is 57.44 and the mean score for the post-test is 81.00. From the table above, it can
be concluded that the mean score of the post-test is higher than the pretest. In
addition, the mean score of the pretest to the posttest has increased to 23.56.
In the pretest results, there were 8% of students got the good score
category, 28% got the fair score category, 36% got the poor score category and
28% got the very poor score category while in the post-test results there were 4%
got the excellent score category, 60% got very good score category, 32% got the
Table 4.2
Control group score (X-J)
29
13 M.Deni Azri Ramdhani 40 73 33 Good
14 M.Ifwat Thoriq Armand 65 79 14 Good
15 M.Akil Anggara 60 67 7 Fair
16 M.Riadi Efendi 62 65 3 Fair
17 M Syah Angga 45 71 26 Good
18 Pahrurrozi 60 70 10 Fair
19 Qurotul Aini 56 73 17 Good
20 Siti Nurhaliza 70 82 12 Very good
21 Sulista 65 71 6 Good
22 Susana Wati 62 72 10 Good
23 Tia Sulastri 60 78 18 Good
24 Tomy Bagus Pratama 53 67 14 Fair
25 Wiya Rahmayanti Putri 71 75 4 Good
Average 58.24 71.68 13.44
Table 4.2, shown the mean score of the pretest for the control
group is 58.24 and the mean score for the post-test is 71.68. From the table
above, it can be concluded that the mean score of the post-test is higher
than the pretest. In addition, the mean score of the pretest to the post-test
In the pretest results, there were 8% of students got the good score
category, 32% got the fair score category, 36% got the poor score
category, and the remaining 24% got the very poor score category.
Meanwhile, in the post-test results, there were 8% of students got the very
good score category, 60% of students got the good score category, 28%
got the fair score category and the remaining 4% got the poor score
category.
Based on Tables 4.1 and 4.2 above, can be concluded that the mean
score of the control group in the pretest (58.24) is higher than the mean
30
score of the experimental group (57.44), but after using picture series in
4.1.2 The score of the writing components of the experimental and control
groups.
a. The writing components of the experimental group
Table 4.3
The improvement of the student's achievement in writing procedural
text using picture series
From table 4.3, in general, it can be seen that the mean score of the writing
component of the experimental group (X-E students) after using picture series in
teaching writing procedural texts has increased, but if viewed specifically from
each individual, there were 3 writing components that increase by 100% including
components that did not increase were 2 including word choice (vocabulary) and
mechanics, students who did not experience an increase in the writing component
(word choice) was 1 student while students who did not experience an increase in
the writing component (mechanic) were 6 students, the table from each writing
31
component that experienced an increase and did not increase can be seen in the
appendix.
Table 4.4
The improvement of the student's achievement in writing procedural
text without picture series
From table 4.4, it can be seen that all writing components of the control
group generally increased but when viewed specifically from each individual,
none of the components of writing in the control group increased by 100%. Table
Std.
N Minimum Maximum Sum Mean Deviation
Std.
Statistic Statistic Statistic Statistic Statistic Error Statistic
Pretest Experimental 25 35 75 1436 57.44 1.895 9.474
Group
32
Post-Test Experimental 25 66 91 2025 81.00 .992 4.958
Group
Pretest Control Group 25 40 76 1456 58.24 1.879 9.395
Valid N (listwise) 25
Based on table 4.5, it can be seen the difference score between the
experimental group (X-E) and the control group (X-J). The mean score of
the experimental group is 57.44, the highest score is 75 and the lowest
score is 35, while the mean score of the pretest in the control group is
58.24, the highest score is 76 and the lowest score is 40. It can be
concluded that in the pretest, the control group has a higher mean score
The post-test scores of both groups also have differences, the mean
score of the post-test for the experimental group is 81.00, the highest score
is 91 and the lowest score is 66, while the mean score of the post-test for
the control group is 71.68, the highest score is 82 and the lowest score is
56. It can be concluded that there is a difference in the mean score of post-
test the experimental class students after being taught using picture series
students who were not given treatment using picture series, the control
33
Table 4.6
Tests of normality
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic df Sig. Statistic Df Sig.
Students’ score Pretes- .119 25 .200 *
.970 25 .639
experimental
Posttest- .153 25 .137 .923 25 .059
experimental
Pretest-control .174 25 .049 .963 25 .487
Posttest-contol .138 25 .200* .950 25 .257
Based on the results of the SPSS output using the Shapiro-Wilk test in
table 4.6, it can be seen that there was a significant value for the pretest and post-
test for the experimental group and the control group. The experimental group
was 0.639 and the control group was 0.487. This proves that the pretest data is
normally distributed because the significance level was higher than 0.05, as well
as the post-test significance level of the experimental group was 0.059 and the
control group was 0.257 higher than 0.05. Table 4.6 above shows that the
significance value of the pretest and posttest of the experimental and the control
34
Based on trimmed 1.140 1 48 .291
mean
Based on the results of SPSS output, table 4.7 shows that the significance
value base on mean pretest and post-test of the experimental and the control group
data was 0.256, provided that the significance level or probability value was more
than 0.05, it can be said that the population has the same variance. So, it can be
concluded that the population of the experimental class and control class have the
35
Based on the output pair 1 obtained the value of Sig. (2-tailed) of 0.000 <
0.005, it can be concluded that there was a difference in the average student
learning outcomes for the pre-test and post-test of the experimental class that has
been given treatment using picture series media. Based on the output of pair 2
obtained the value of Sig. (2-tailed) of 0.000 < 0.005, it can be concluded that
there was a difference in the average student learning outcomes for the pre-test
and post-test control classes that has been given treatment using the conventional
There was a significant effect before using picture series and after using
picture series in the learning process of writing procedural text. The following
table shows the mean score before and after using the picture series.
Table 4.9
Paired Samples Statistics
Std. Std. Error
Mean N Deviation Mean
Pair 1 Pretest experimental 57.44 25 9.474 1.895
Posttest experimental 81.00 25 4.958 .992
Pair 2 Pretest control 58.24 25 9.395 1.879
Posttest control 71.68 25 6.388 1.278
and the control group. The requirement in the independent sample t-test is
that the data must be normally distributed and homogeneous. From the
36
results of the analysis of normality tests and homogeneity tests that have
been carried out by researchers in tables 4.6 and 4.7, it can be concluded
that the data were normally distributed and homogeneous. The results of
the calculation of the hypothesis test can be seen in the following table:
Table 4.10
Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. T Df tailed) Difference Difference Lower Upper
Equal variances 1.274 .265 5.763 48 .000 9.320 1.617 6.068 12.572
assumed
37
Based on table 4.10, the value of sig. (2-tailed) was 0.000 < 0.05, it can be
concluded that there was a difference in the mean score of post-test results of
students who were given treatment using picture series with the students who
were not given treatment using picture series (only used the conventional
method).
From the table above, it can be seen that the t-test value is 5.763> t-table
2.011 at a significant level of 0.05, so it can be concluded that the null hypothesis
(H0) is rejected and the alternate hypothesis (Ha) is accepted. In another word,
SMAN 1 Sakra. The following was the difference in the post-test results of the
experimental group that was given treatment using picture series with the control
Table 4.11
Group Statistics
4.2 Discussion
38
procedural text writing skills, one of which is picture series. According to
improve students' writing skills because picture series can give students
this is supported by the gain from pretest to posttest scores that has
the results of the data described by the researcher in the previous chapter,
experimental and the control group, it can be seen from the table below:
Table 4.12
39
4.2.2 The components of the writing of the experimental group which
affected by the picture series
that did not increase 100% namely word choice and mechanics, there were
component and there were 24% of students who did not increase in
and when viewed specifically, there are 2 writing components did not
increased of 100%.
CHAPTER V
5.1 Conclusion
Based on the results of the hypothesis in the previous chapter that
the t-test value is higher than the t-table distribution at the degree of
freedom 50-2 = 48 significant level of 0.05 (95%). This proves that picture
it proves that the t-test value is (5.763) while the t-table value in df 48 is
40
is rejected and Ha is accepted, this shows that the implementation of
without using picture series because picture series can provide guidance
and new ideas to students when writing procedural texts so that can
group that had been given treatment using the picture series was higher
(81.00) compared to the control group which was only given treatment
attention to each component of students' writing that was increase and not.
but when viewed from each individual, there were 2 writing components
did not increase, namely word choice and mechanic. When compared to
the writing component between the experimental group and the control
class was better than the control class because it can be seen from each
41
5.2 Suggestion
researcher would like to provide suggestions for the teachers, students, and
further researchers.
this problem is the teacher must master the material and provide
can easily understand the material conveyed by the teacher so that the
student will enjoy the learning process and do not get bored easily.
2. For students
responding to the teacher questions and not shy in asking when finding
42
text and must involve a writing/speaking component that increases and
does not increase (adjust to the variable you want to take) because
REFERENCES
43
Dewi S R. (2019). The effectiveness of picture sequence in teaching
writing procedure text: an experimental study at ninth grade
student of SMPN 3 Pringgarata in academic year 2019/2020:
thesis.UniversitasMataram
Hatch E and Farhady H. (1981). Research design and statistics for applied
linguistics. Tehran: Rahnam Publications
44
Knapp and Watkins (2005). Genre, Text, Grammar Technologies for
Teaching and Assessing Writing. New South Wales: UNSW Press
Oshima, Alice and Hogue, Ann. (2006). Writing Academic English. New
York: Longman.
45
Religion, 2(1), 25. Journal Homepage:
http://jurnal.utu.ac.id/IJELR
46
Sribagus. (2019). Essensi media dan teaching media: wejangan untuk
pengguna. Jurnal ilmiah profesi Pendidikan
47